S.T.B. College of Engineering, Tuljapur

Total Page:16

File Type:pdf, Size:1020Kb

S.T.B. College of Engineering, Tuljapur S.T.B. College Of Engineering, Tuljapur Criterion : Number of courses offered by the institution across all programs during the last five years INDEX Sr. No. Content Year Page No. 1 Theory of Structure - II 3-4 Computational & Statistical 2 8-9 Methods Design of Machine Element 3 13-14 – I Adv. Optimization 4 19 Technique 2013-14 5 Digital Signal Processing 22-23 Adv. Digital Signal 6 27-28 Processing 7 Operating System 31-33 Design and Analysis 8 34-36 Algorithm Water Resource 9 39-40 Engineering – II 10 Design of Structures – III 41-42 11 Foundation Engineering 43-44 Elective –I Pre-stressed 12 45-46 Concrete Lab- I Environmental 13 47 Engineering -II 2014-15 14 Fluid Mechanics 52-54 Adv. Materials and 15 59-60 Manufacturing Modern Management 16 61-62 Technique 17 Automobile Engineering 63-64 Project Management and 18 65-67 Operation Research 19 Tool Engineering 2015-16 70-72 20 Engineering Physics 76-78 21 Engineering Drawing 79-81 Basic Electrical 22 2016-17 82-84 Engineering 23 Basic Civil Engineering 85-86 24 Engineering Chemistry 87-89 25 Computer Fundamentals 90-92 Lab I / Lab II Engineering 26 Physics/ Engineering Chemistry 27 Engineering Mechanics 94-95 Basic Mechanical 28 96-97 Engineering Engineering Mathematics – 29 99-100 II 30 Engineering Mechanics 101-102 31 Engineering Chemistry 103-104 Engineering Graphic 32 105 Laboratory Basic Civil Engineering 33 106 Laboratory 2017-18 34 Workshop Practices 107 Building Construction and 35 111-112 Drawing 36 Fluid Mechanics – II 113-115 37 Surveying – II 116-118 38 Theory of Structures – I 119-120 JD-[F] NPW-02 June-2013-14 T.E. CIVIL.- 3 - 1 JD-[F] NPW-02 June-2013-14 T.E. CIVIL.- 19 - 2 JD-[F] NPW-02 June-2013-14 T.E. CIVIL.- 20 - 3 JD-[F] NPW-02 June-2013-14 T.E. CIVIL.- 21 - 4 NPC.JD-_F_Revised_Syllabus_of_ME.Water_Resources_Engineering..doc - 3 - 5 NPC.JD-_F_Revised_Syllabus_of_ME.Water_Resources_Engineering..doc - 16 - 6 NPC.JD-_F_Revised_Syllabus_of_ME.Water_Resources_Engineering..doc - 17 - 7 NPC.JD-_F_Revised_Syllabus_of_ME.Water_Resources_Engineering..doc - 18 - 8 NPC.JD-_F_Revised_Syllabus_of_ME.Water_Resources_Engineering..doc - 19 - 9 JD-[F] NPW-02 June-2013-14 T.E. Mechanical - 3 - 10 JD-[F] NPW-02 June-2013-14 T.E. Mechanical - 4 - 11 JD-[F] NPW-02 June-2013-14 T.E. Mechanical - 5 - 12 JD-[F] NPW-02 June-2013-14 T.E. Mechanical - 6 - 13 JD-[F] NPW-02 June-2013-14 T.E. Mechanical - 7 - 14 NPC.JD-_F_Revised_Syllabus_of_ME.Mechanical..doc - 14 - 15 NPC.JD-_F_Revised_Syllabus_of_ME.Mechanical..doc - 15 - 16 NPC.JD-_F_Revised_Syllabus_of_ME.Mechanical..doc - 16 - 17 NPC.JD-_F_Revised_Syllabus_of_ME.Mechanical..doc - 17 - 18 NPC.JD-_F_Revised_Syllabus_of_ME.Mechanical..doc - 18 - 19 NPC.J_F_Revised_Syllabus_of_T.E.ECT_EC_E_C_IE..doc - 3 - 20 NPC.J_F_Revised_Syllabus_of_T.E.ECT_EC_E_C_IE..doc - 19 - 21 NPC.J_F_Revised_Syllabus_of_T.E.ECT_EC_E_C_IE..doc - 20 - 22 NPC.J_F_Revised_Syllabus_of_T.E.ECT_EC_E_C_IE..doc - 21 - 23 NPC.JD-_F_Revised_Syllabus_of_ME.Electronics_Telecommunication..doc - 3 - 24 NPC.JD-_F_Revised_Syllabus_of_ME.Electronics_Telecommunication..doc - 16 - 25 NPC.JD-_F_Revised_Syllabus_of_ME.Electronics_Telecommunication..doc - 17 - 26 NPC.JD-_F_Revised_Syllabus_of_ME.Electronics_Telecommunication..doc - 18 - 27 NPC.JD-_F_Revised_Syllabus_of_ME.Electronics_Telecommunication..doc - 19 - 28 NPC.JD-_F_NPW-02_June-2013-14.T.E.CS_E..doc - 3 - 29 NPC.JD-_F_NPW-02_June-2013-14.T.E.CS_E..doc - 20 - 30 NPC.JD-_F_NPW-02_June-2013-14.T.E.CS_E..doc - 21 - 31 NPC.JD-_F_NPW-02_June-2013-14.T.E.CS_E..doc - 22 - 32 NPC.JD-_F_NPW-02_June-2013-14.T.E.CS_E..doc - 23 - 33 NPC.JD-_F_NPW-02_June-2013-14.T.E.CS_E..doc - 48 - 34 NPC.JD-_F_NPW-02_June-2013-14.T.E.CS_E..doc - 49 - 35 NPC.JD-_F_NPW-02_June-2013-14.T.E.CS_E..doc - 50 - 36 *p*ffi*#l:ry. C IL EN6INEERIN6 I Effzcfiee fM 2014-15 4 Mrds ] 37 - ,,!; , IIj L rr 1Ll r" d l' : "]l; rrlll 38 CID401 !\'*s Rso! r.s Ensr!€{]nt n 4 Dr6s i s{sri cb$iut6r src b) GEwitr dri!, Forus ed^& nde or 6ru. nsri9 iidvse dsietr d bN rad I s l 6id y daN, sdki$, josq kF and d Enh.idrGrrFs.anPreis!i !) sPflwlrs ryFs 8nd $ridritr qid. b) o!j' cL6rffatio4 acbB rd(i! i ! r{L rm!4 - od Lra/". ! 'h4dE 39 :'Illdrcjq/lidNddl.$wcsEngm! 4 Nntr R6ouNs E€Rrh8 wubsRA a^dJ!n41{p 7 oPo.iaMd Hdcdis s ndsa &ju ! two lqud qdos ouedonFDq5dE$r lboE s[er e Er o.6!*,e. q 60,x4 sd qd6 (4,5,4 . aus'bn P*r rDdd oEr $e 40 cED40' De5ignof thu!tu6.nI idE4uiJ4t'!nenahod n DejF d $tk rid R$d8 otr ceu4 EL{*d lirde lid r(bi8dd b$ \ rr: tutbdbn aid bp rcrd;8 sbsis 0 e cde Mdhod) b) D$isn d lnds Grcund Nds ri& IhciPl6dPresksh&Bsnsiccs'Ml|.1!h n D6iF d cnah ri6s, Fdiy b) Fqowok I h'rcddioi, bads 41 lDelFbyDlrl"'.!dDv'L5oh r. P4dE$d.oic're€ h N kLG Raiu od5hr & d o! e* rtue ldh 0,r,3) d rh (4.,o. au$.on Pier shoud @v6 dr 42 €ED404: Foddation EnEioeding i4dbht{igab' ad P4'€rbi kn I sPrl, F4bE d&dhg e{h! ritr d badiq on barh3 cP<itr. rdPledoliqogrcD4lddodF!trr! Pohtbedq'nd6n&gn€'qatr!€sktr'dbiPlbce<l'byn{(dddylior 43 of @n (3.. Fouididor prcbhis 'a ), oi B.c ejr tuldd,r on E^$reeJf8 ej (-mk& n3 r,Mcir. t . 50|M4bd$ddFNnddliq3hld3,Dr(RArce v.dlriGnr;h, c cfts), cd{dar EBir€q3 tur), N$ hc@h@r €d ^r Di' B M "hhcipLs d FN^dihn E4rreeos (Fr$ drtoi), ftoNon Book oh,o equ? recdos. aus.6 PiPs +rj be *r s'bE sur be rd qi 6Et rhe uiis (1,13) 6d ic (4r,0. aue'bi p.pf shodd @Er 4drc 'he 44 t PEsE$d on<*s :Fwfts, ntr 3 d Pr4r4hs (Hore/i or[!d, i!\:] nd ndhod MaFd Ebtf rdhod) t Ad;ry:r d P€5he{+d oideb sa6 b) corcPr d cbG Pdf rq. 16 Pdd, P b) DsLsi d p@regd oGd€ &ans , aFrrsr d @oPqiE s<dq 6) Deir d qi. wa! rid q2r dab 'qo , conaPrddohPE{E$h&dcis b) tue3i d P4n$sd oi!(r Pds 45 r) Bstrlgd oiddc b) N (ch4 eiq ) o$ie d pFsftesd nrudu$ b aY Lh 1 *$r€d.qnd! br s Rani'm,han r) rs 6 i!tu8\e 6 drcd{ ^r P!6r6h3 rh! chr6 ror d$irn d {dq bbcks 5h I iwo qun$dDN.ausbiFFt ddrbe *, *t oE 5hdr bs *r or ri6r rtue ui6 0,r,.) dd uob (45O Od4hoi PaPd 5hodd owr rhe 46 frc oPs de$e jubild srbblr ai h EdarrHs/w*L !, /oroL: sMdr: (mr^inum 2 $nPr6 rin elh:e4 4 P 3 qlFnd Gys€o Drh?id (coD) 6 knh*6n dPh6Ph"$ I sP<Eophdon"q nart Grq ind subncsbn d ddaikd E sFdlinb6dtraho"!rubdtrEFPlcld dteowdk$6nl'dbythec4did"! 47 T.E.Mechanical Engineering - 1 - 48 T.E.Mechanical Engineering - 2 - 49 T.E.Mechanical Engineering - 3 - 50 T.E.Mechanical Engineering - 4 - 51 T.E.Mechanical Engineering - 11 - 52 T.E.Mechanical Engineering - 12 - 53 T.E.Mechanical Engineering - 13 - 54 T.E.Mechanical Engineering - 19 - 55 #fiffiffie. Revised 5 llcbus of B.E. /IAECHANICAL EN6INEERIN6 Eff.cri@ fM rhe A.od.ni. v.or 2ot4-15 d oMrds l 56 fi it altrT i:: !;;:: a a I ! it il :i J i .a : E c P l .tll!1: !3 a: d: ]qLEIE, 1="0: 4 : ! :l:1: : il! E I !31313 E 57 ? tt ? .E 1;; ,. .ii: F I I I FL F !cFcii ia :_ : I 'il 35t:'E: g= i rE ,t ;ii z E -l :;i*,.:lll;; t :iF!: i94ci 3 i ! ;;:, 3:i;! iazii:i; .q r5 i::it I gliri;:;E< ::!+:: i; ! ?r-i€ + ;:i : q-" tll 58 rr@ryr&M{BoHE) 59 Rapid Pn(np4 (r9: P6chr rd c suL !!i^ osno PlGq (tr ! o os eri qsonEnao 4r!ni6(rv,!rMvr),au6'6oFFr*NdF\rd.ori.erLbls. 60 s{.oi ir! Ncn aqr.i brr ardi'y Fu(r@ DiPbrD(, (rlFD) h aFD P,ors M.d\ftDehqc 61 a{iir d wmk Lr. (o*L)i - Ddtrrd ! nsQwL,Rlnd$reNaio\Lod wor i rok affr LenrFnefrh' rcBs t.'b.t|'|''!!|M.re' den! ij b m! d asr'- sdFe $i n n$oqu *d6m OrjinPaiqi!u,jo ,$! ! ksoo ffFr 3 uri\o, n iM nDsd*db 3 vrl oej otr FFr sN d okr dc !{r )sou5 62 63 38 MdrdLb6tF.['dc!!tnk5Ftn {rhg !rc) Auoooht drcodii tr4 \!ur r adqnd E EDs NqFs by R K rihd Luni tuh iqt {s wo 4ur sd d5 a{i m tub! !!n( d trnl I h$' oi rjr' I !trit(r. n ard rD 'r scrb! | quFtrois.i E mb qr Nis( rv.vod !r).aEnin FF$outowse{1F!i.66 64 (dH.t r !!!-. eidiod. djalis 0zHrt (0dnt owrh? rhsn- owLf! oddr qwu4sF€os (0srn 65 Loo ERL Dqeodc m\dq, p 'm tc cdhg odmln r6jer dlE,in & ! _. irLs 4d aPPridrcft PHr (EEE) ro 66 4mr *dior a!di@ hEn lhE q M I h. *, q iEr I !ni!(r. , .nd uD rrc !d,@ ! qusftis { E rli ( 4 r !d6 rvr v rid vD. ou€rioi FF $ord @w d. onE ah!!s. 67 Revised Subject of Tool Engg.Of T.E.Mech. - 1 - 68 Revised Subject of Tool Engg.Of T.E.Mech. - 2 - 69 Revised Subject of Tool Engg.Of T.E.Mech. - 3 - 70 Revised Subject of Tool Engg.Of T.E.Mech.
Recommended publications
  • Thermodynamic Physics and the Poetry and Prose of Gerard Manley Hopkins
    Georgia State University ScholarWorks @ Georgia State University English Dissertations Department of English 5-11-2015 Literatures of Stress: Thermodynamic Physics and the Poetry and Prose of Gerard Manley Hopkins Thomas Mapes Follow this and additional works at: https://scholarworks.gsu.edu/english_diss Recommended Citation Mapes, Thomas, "Literatures of Stress: Thermodynamic Physics and the Poetry and Prose of Gerard Manley Hopkins." Dissertation, Georgia State University, 2015. https://scholarworks.gsu.edu/english_diss/134 This Dissertation is brought to you for free and open access by the Department of English at ScholarWorks @ Georgia State University. It has been accepted for inclusion in English Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. LITERATURES OF STRESS: THERMODYNAMIC PHYSICS AND THE POETRY AND PROSE OF GERARD MANLEY HOPKINS by THOMAS MAPES Under the Direction of Paul Schmidt, PhD ABSTRACT This dissertation examines two of the various literatures of energy in Victorian Britain: the scientific literature of the North British school of energy physics, and the poetic and prose literature of Gerard Manley Hopkins. As an interdisciplinary effort, it is intended for several audiences. For readers interested in science history, it offers a history of two terms – stress and strain – central to modern physics. As well, in discussing the ideas of various scientific authors (primarily William John Macquorn Rankine, William Thomson, P.G. Tait, and James Clerk Maxwell), it indicates several contributions these figures made to larger culture. For readers of Hopkins’ poems and prose, this dissertation corresponds with a recent trend in criticism in its estimation of Hopkins as a scientifically informed writer, at least in his years post-Stonyhurst.
    [Show full text]
  • 영어 우리말 a Balloon Satellite 기구 위성 a Posteriori Probability 후시
    영어 우리말 a balloon satellite 기구 위성 a posteriori probability 후시(적) 확률, 사후 확률 a priori 선험- a priori distribution 선험 분포 a priori probability 선험 확률 Abbe prism 아베 프리즘, 아베 각기둥 Abbe's refractometer 아베 굴절계, 아베 꺾임 재개 Abelian group 아벨군, 아벨 무리, 가환군 aberration (1)수차 (2)광행차 abnormal birefringence 비정상 복굴절, 비정상 겹꺾임 abnormal glow discharge 비정상 글로 방전 abnormal liquid 비정상 액체 abnormal reflection 비정상 반사, 비정상 되비침 abnormal scattering 비정상 산란, 비정상 흩뜨림 A-bomb 원자 폭탄 [= atomic bomb] abrasion 마멸, 벗겨짐 abscissa 가로축, 횡축 absolute 절대- absolute ampere 절대 암페어「단위」 absolute convergence 절대 수렴 absolute counting 절대 수셈 absolute counting method 절대 수셈법 absolute differential calculus (1)절대 미분 (2)절대미분학 absolute electromagnetic unit 절대 전자기 단위 absolute electrometer 절대 전위계 absolute error 절대 오차 absolute galvanometer 절대 검류계 absolute humidity 절대 습도 absolute hygrometer 절대습도계 absolute luminosity 절대 광도 absolute magnetic well 절대 자기 우물 absolute magnitude 절대 크기 absolute measurement 절대 측정 absolute motion 절대 운동 absolute parallax 절대 시차 absolute pressure 절대 압력 absolute refractive index 절대 굴절률, 절대 꺾임률 absolute rest 절대 정지 absolute space 절대 공간 absolute system of units 절대 단위계 absolute temperature 절대 온도 absolute temperature scale 절대 온도 눈금 absolute time 절대 시간 absolute unit 절대 단위 absolute vacuum 절대 진공 absolute value 절대값 absolute viscosity 절대 점(성)도 absolute zero 절대 영도 absolute zero point 절대 영(도)점 absolute zero potential 절대 영퍼텐셜 absolutely convergent series 절대 수렴 급수 absorbance (1)흡수도 (2)흡광도 absorbancy (1)흡수도 (2)흡광도 absorbent (1)흡수제 (2)흡광제 absorber (1)흡수체, 흡수기 (2)흡광체 absorptance 흡수율 absorption (1)흡수 (2)흡광 (3)흡음
    [Show full text]
  • Fundamentals of Biomechanics Duane Knudson
    Fundamentals of Biomechanics Duane Knudson Fundamentals of Biomechanics Second Edition Duane Knudson Department of Kinesiology California State University at Chico First & Normal Street Chico, CA 95929-0330 USA [email protected] Library of Congress Control Number: 2007925371 ISBN 978-0-387-49311-4 e-ISBN 978-0-387-49312-1 Printed on acid-free paper. © 2007 Springer Science+Business Media, LLC All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. 987654321 springer.com Contents Preface ix NINE FUNDAMENTALS OF BIOMECHANICS 29 Principles and Laws 29 Acknowledgments xi Nine Principles for Application of Biomechanics 30 QUALITATIVE ANALYSIS 35 PART I SUMMARY 36 INTRODUCTION REVIEW QUESTIONS 36 CHAPTER 1 KEY TERMS 37 INTRODUCTION TO BIOMECHANICS SUGGESTED READING 37 OF UMAN OVEMENT H M WEB LINKS 37 WHAT IS BIOMECHANICS?3 PART II WHY STUDY BIOMECHANICS?5 BIOLOGICAL/STRUCTURAL BASES
    [Show full text]
  • Course Syllabus
    Course Syllabus Primary Oral Chinese2-1(Course Code 2091199) Course Credits 4 Total Course Hours 64 Lecture Hours 64 Experiment Hours Programming Hours Other Practical Hours Course Instructors: Course Website: 1. Objectives and Learning Outcomes Elementary Spoken Chinese I for non-native speakers of Chinese who wish to develop their communicative skills and cultivate their thinking in Chinese. The course provides various opportunities for students to get involved in different occasions in daily life; thus making it possible for students to master basic vocabulary, special expressions and idioms,and communicate accurately and fluently in Chinese . 2. Course Content Course content Specific learning objectives A preliminary understanding of Pinyin and Chapter 1 – Chapter 2 Pinyin pronunciation, master initials and finals. Chapter 3 Tones, Modified tone, Rhotic accent Master the tones, light tones, Rhotic accent Chapter 4 What’s your name? Learn to introduce oneself briefly Introduce oneself in real communication Chapter 5 Which class are you in? Master interrogative questions and can skillfully use them in daily life. Chapter 6 what time is it now? Asking about time. Able to answer and ask questions fluently using Chapter 7 where is the canteen? location words. Be able to use common shopping expressions to Chapter 8 How much is it in all? answer and ask questions fluently. Comprehensive oral practice Chapter 9 What do you want to do? To communicate by phone Chapter 10 She is sick. Master body parts noun; Learn to ask for leave. Task-based classroom teaching. Master the expression of color. Chapter 11 I like drinking tea. Express what you like.
    [Show full text]
  • A Certain Correspondence”
    “A CERTAIN CORRESPONDENCE” THE UNIFICATION OF MOTION FROM GALILEO TO HUYGENS MAXIMILIAN ALEXANDER KEMENY FACULTY OF SCIENCE UNIVERSITY OF SYDNEY A THESIS SUBMITTED IN FULFILLMENT OF THE REQUIREMENTS OF MASTER OF SCIENCE 2016 Max Kemeny A Certain Correspondence Contents Introduction ......................................................................................................................... 3 Chapter 1: Galileo's Program, Harriot's Problems .......................................................... 10 Galileo, Harriot, and Correspondences ............................................................................ 11 The State of Mechanics in the 16th Century ..................................................................... 15 Guidobaldo and Galileo ................................................................................................... 16 Guidobaldo's Experiment ................................................................................................. 19 The Hanging Chain: No Coincidental Result .................................................................... 23 Another Correspondence: The Inclined Plane and the Pendulum .................................... 29 Successes out of Failures................................................................................................ 35 Thomas Harriot: The Mechanical Experiments of Galileo's Contemporary ....................... 37 The Galilean Program ....................................................................................................
    [Show full text]
  • Physics Knowledge Organiser P8
    Key Terms Definitions Physics Knowledge Organiser Quantity Anything that can be given a numerical value. P8 - Forces in balance Magnitude Size of a quantity. E.g. a distance of 5 metres has a higher Scalar and vector quantities magnitude than 2 metres. Scalar Describes quantities that only have a magnitude (size). E.g. Scalar quantities have only a magnitude. Vector quantities have a magnitude and direction. speed (how fast something is moving). Vector Describes quantities that have a magnitude AND a specific Scalar Vector Distance Displacement direction. E.g. velocity (speed in a particular direction) Speed Velocity Force A vector quantity. Forces are pushes or pulls that act on an mass Acceleration object. Forces have size and direction. Forces are the result Temperature Force of objects interacting with each other. Pressure Weight Volume Momentum Contact forces For these forces to act, the interacting objects have to be Work physically touching. Non-contact For these forces to act, the interacting objects don’t have forces to be touching (they are physically separate). Representing Forces and other vector quantities Resultant force The single overall force acting on an object. It has the same effect as all the forces acting on the object all together. The resultant force is the vital thing in working out how an Since forces are a vector quantity, it is useful to show their magnitude (size) and direction object will move. If there is a resultant force, the object’s using an arrow. The arrow points in the direction that the force acts, and its length shows speed will change; or the shape of the object will change; the magnitude.
    [Show full text]
  • Mechanical Engineering - National Diploma (ND)
    Mechanical Engineering - National Diploma (ND) Curriculum and Course Specification NATIONAL BOARD FOR TECHNICAL EDUCATION, KADUNA AUGUST 2001 Mechanical Engineering Students Conducting Practicals on the Fluid Friction Apparatus Table of Contents General Information for ND Mechanical Engineering Technology...................................................................4 Curriculum Tables......................................................................................................................................... 11 Drawing courses........................................................................................................................................... 13 Technical Drawing.................................................................................................................................... 13 Engineering Graphics ............................................................................................................................... 19 Engineering Drawing I .............................................................................................................................. 28 Engineering Drawing II ............................................................................................................................. 37 Electrical courses.......................................................................................................................................... 40 Electrical Engineering Science I ..............................................................................................................
    [Show full text]
  • Aeronautical Science 101: the Development of Engineering Science in Aeronautical Engineering Education at the University of Minnesota
    Aeronautical Science 101: The Development of Engineering Science in Aeronautical Engineering Education at the University of Minnesota A THESIS SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA BY Amy Elizabeth Foster IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS October 2000 1. Introduction: Engineering Science and Its Role in Aeronautical Engineering Education In 1929, the University of Minnesota founded its Department of Aeronautical Engineering. John D. Akerman, the department head, developed the curriculum the previous year when aeronautical engineering was still an option for mechanical engineering students. Akerman envisioned the department's graduates finding positions as practical design engineers in industry. Therefore, he designed the curriculum with a practical perspective. However, with the rising complexity of aircraft through the 1930s, 40s, and 50s, engineering science grew more important to aeronautical engineering design practices than ever before. In 1948, the university closed a deal on an idle gunpowder plant. The aeronautical engineering department converted the site into a top- notch aeronautical research laboratory. A new dean for the engineering schools, Athelstan Spilhaus, arrived at the University of Minnesota in 1949. He brought a vision for science-based engineering. Akerman, who never felt completely comfortable with theoretical design methods, struggled with the integration of engineering science into his department's curriculum. Despite Akerman's resistance, engineering science eventually permeated the aeronautical engineering curriculum at Minnesota through this new lab and the dean's vision. In following this path, the University of Minnesota came to exemplify the significant place of engineering science in aeronautical engineering by the 1950s.
    [Show full text]
  • Part 1 MOTION, SOUND & HEAT Isaac Asimov
    UNDERSTANDING PHYSICS – Part 1 MOTION, SOUND & HEAT Isaac Asimov Motion, Sound, and Heat From the ancient Greeks through the Age of Newton, the problems of motion, sound, and heat preoccupied the scientific imagination. These centuries gave birth to the basic concepts from which modern physics has evolved. In this first volume of his celebrated UNDERSTANDING PHYSICS, Isaac Asimov deals with this fascinating, momentous stage of scientific development with an authority and clarity that add further lustre to an eminent reputation. Demanding the minimum of specialised knowledge from his audience, he has produced a work that is the perfect supplement to the student’s formal textbook, as well se offering invaluable illumination to the general reader. ABOUT THE AUTHOR: ISAAC ASIMOV is generally regarded as one of this country's leading writers of science and science fiction. He obtained his Ph.D. in chemistry from Columbia University and was Associate Professor of Bio-chemistry at Boston University School of Medicine. He is the author of over two hundred books, including The Chemicals of Life, The Genetic Code, The Human Body, The Human Brain, and The Wellsprings of Life. The Search for Knowledge From Philosophy to Physics The scholars of ancient Greece were the first we know of to attempt a thoroughgoing investigation of the universe--a systematic gathering of knowledge through the activity of human reason alone. Those who attempted this rationalistic search for understanding, without calling in the aid of intuition, inspiration, revelation, or other non-rational sources of information, were the philosophers (from Greek words meaning "lovers of wisdom").
    [Show full text]
  • Our Lady of Lourdes High School
    Our Lady of Lourdes High School COURSE : Foundations for Success in Physics Syllabus: Summer 2020 ​ ​ Teacher: Mrs. Kimberly Knauf Email: [email protected] ​ ​ ​ Phone: 463-0400 ext ​ Website: canvas.ollchs.org ​ COURSE TEXTS: Khan Academy, Phet Simulations and Labster Labs will be utilized in addition to power points, guided notes, and instructional videos. COURSE DESCRIPTION: This course is based on the New York State Science Learning Standards ​ (NYSSLYS) standards for physics. It will prepare students to explain accurately, and with appropriate depth, general physics and algebraic concepts. COURSE OBJECTIVES: This course is designed to provide students with a comprehensive ​ exploration of the scientific principles and mathematical principles that are fundamental to students’ success in physics It will enable students to master the concepts, rules, relationships, and laws of Physics to assist the student in further studies of Physics or another related field and in everyday life. PRIMARY LEARNING OUTCOMES: By the end of this course, each student will be able to: ● Solve measurement and conversion problems using the metric system and correct prefixes, ● Define accuracy and precision. ● Determine the number of significant figures in a measurement and perform calculations. ● Define and calculate density, rearrange and manipulate equations. ● Perform vector quantity problems using vector components. ● Use scientific inquiry, mathematical analysis and engineering designs, as appropriate, to pose questions, seek answers, and develop solutions. ● Understand the relationships and common themes that connect science, mathematics and technology. ● Connect real world situations and problems with concepts in Physics in order to better understand, analyze, make informed decisions and contribute to the world around us.
    [Show full text]
  • Engineering Mechanic
    G.S.Mandal’s Marathwada Institute of Technology, Aurangabad Department of Basic Sciences and Humanities QUESTION BANK Title of the Subject: Engineering Mechanics Title of the Unit: Basic Concepts Unit No:- 1 Multiple Choice Questions Question Expected Question Description No. Marks Mechanics is the branch of __________ 1 a) Physics b) Chemistry c) Biology d) none of the above Study of effect of force system acting on particle or rigid body at rest is called as 2 a) motion b) Dynamics c) Statics d) Kinetics An object whose dimension is not involved in analysis then it is assumed as_______ 3 a) Particle b) Rigid Body c) Deformable body d) non- rigid body The forces, which meet at one point, but their lines of action do not lie in a plane, are called 4 (a) Coplanar non-concurrent forces (b) Non-coplanar concurrent forces (c) Non-coplanar non-concurrent forces Page 1 of 32 (d) Intersecting forces The inability of a body to change its state of rest or uniform motion along a straight line is called its 5 a) momentum b) velocity c) acceleration d) inertia The algebraic summation of moments of all forces acting on a rigid body about 6 any point is equal to the moment of their resultant force about same point. a) Law of moment b)Varignon’s theorem c) lami’s Theorem If a material has no uniform density throughout the body, then the position of centroid and center of mass are ________ a. identical 7 b. not identical c. independent upon the density d.
    [Show full text]
  • About the Authors
    ABOUT THE AUTHORS BONSIEPEN, WOLFGANG (1946): Research Fellow, the Hegel Archive, Bochum; co-editor of Hegel's Phenomenology (1980), 1827 Encyclope­ dia (1989); research interests - post-Kantian philosophy of nature; address - Hegel-Archiv, Ruhr-Universitat Bochum, Overbergstrasse 17, Postfach 102148,44801 Bochum 1, Germany. BORZESZKOWSKI, HORST-HEINO VON (1940): Professor of Theoretical Physics, East Berlin; research interests - history of science, epistemology, theoretical physics; address - the former Einstein Laboratory of Theoretical Physics, Rosa-Luxemburg-Strasse 17a, 14482 Potsdam, Germany. BRACKENRIDGE, J. BRUCE (1927): Professor of Physics, Lawrence Universi­ ty; research interests - Newton's early dynamics and the opening sections of the Principia; address - Department of Physics, Lawrence University, Post Box 599, Appleton, Wisconsin 54912, U.S.A. BRONGER, PATRICK P.A. (1972): is studying Philosophy and Econometrics at the Erasmus University Rotterdam; special interests - methodology and the philosophy of mind; address - Struissenburgdwarsstraat 128, 3063 BV Rotterdam, The Netherlands. BUCHDAHL, GERD (1914): Readerin the History and Philosophy of Science, University of Cambridge, emeritus; research interests - metaphysics and the philosophy of science, especially Kant and the dynamics of reason; address - Department of the History and Philosophy of Science, Free School Lane, Cambridge CB2 3RH, England. BURBIDGE, JOHN W. (1936): Professor of Philosophy, Trent University; President of the Hegel Society of America 1988/90, author of Hegel's Logic (1981), Within Reason (1990), Logic and Religion (1992); address -'- 379 Stewart Street, Peterborough, Ontario K9H 4A9, Canada. M. J. Petry (ed.), Hegel and Newtonianism, 721-726, 1993. 722 About the Authors BunNER, STEFAN (1958): Research Assistant, Research Institute for Phi­ losophy, University of Hanover; research interests - Hegel's philosophy of nature, Spinoza's concept of space; address - St.-Peter-Strasse 2, 69126 Hei­ delberg, Germany.
    [Show full text]